the construction and practice of a research-oriented international network course in the us a...
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The Construction and Practice of a Research-oriented International Network Course in the US
A Special Report at the5th International Conference on Teaching Method
Innovation of PBL Research-oriented and Environmental Public Policy Forum
Prof. James LassoieCornell University
Beijing Normal University
December 30, 2008
• Context– What are Coupled Systems
– Teaching Coupled Systems
• Pedagogy = Teaching Theory– Authentic Learning
– Web-based Education
– Social Networking
• ConservationBridge.org• AgricultureBridge.org
Overview
Coupled Natural & Human Systems
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Context
ContextCoupled Natural & Human Systems
General Characteristics
1. address complex interactions & feedback between human & natural systems
2. interdisciplinary, engaging biological, physical, & social scientists around common questions
3. integrate various tools & techniques from biological, physical, & social sciences
4. context-specific & illustrate long-term temporal dynamics
(Lui, et al. 2007)
Context
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ContextTeaching Coupled Systems
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Context
• Conservation• Resource Management
- Fish, Forest & Wildlife- Wetlands & Watersheds- Riparian & Aquatic
• Environmental Management- Pollution- Energy- Green (Eco-) Cities
Teaching Coupled Systems
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Context
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Teaching Coupled Systems
• Conservation• Resource Management
- Fish, Forest & Wildlife- Wetlands & Watersheds- Riparian & Aquatic
• Environmental Management- Pollution- Energy- Green (Eco-) Cities
Why is it Difficult to Teach Coupled Systems?
• Entrenched disciplinary specialization• ‘Isolated’ nature of universities• Focus is on book learning rather than action
learning• Can not easily take students to the ‘field’
for real-world learning experiences
Context
Given these difficulties, how can we effectively teach courses that examine ‘coupled-systems’?
ContextThe Teacher’s Challenge
Authentic (‘real’) Learning
1. Allows students to explore, discuss, and construct concepts and relationships that address real-world problems that are relevant to them.
2. Helps student understand the reasons for learning which are key to motivating them to learn.
PedagogyTheory of Education
Web-based Multi-Media Systems
1. The Internet now offers opportunities to place students within these real-world contexts to offer them authentic (‘real’) learning experiences.
2. Multi-media systems can help replicate real life.
3. Provides opportunities to build social networks.
PedagogyTheory of Education
What is an on-line social network?
1. A computer mediate network that connects people with shared interests to one another.
2. Most normally associated with systems such as Facebook, MySpace, and Wikipedia.
3. Power lies in ‘weak ties’ to other network clusters that provide the input for new pieces of information.
PedagogyOn-line Social Networking
Appropriate technology
1. Students are the driving force behind many social networks (Facebook was an application only open to students 2 years ago)
2. Can provide multi-media (video, photos, maps)
PedagogyWhy On-line Social Networking?
Appropriate technology
1. Students are the driving force behind many social networks (Facebook was an application only open to students 2 years ago)
2. Can provide multi-media (video, photos, maps)3. Focus on asynchronous methods of communication
4. Can be created to work in low-bandwidth situations
5. Can create a close approximation to reality as well as the links to real people
PedagogyWhy On-line Social Networking?
To provide an authentic learning opportunity
for students to study complex, real-world
environmental management problems by linking them to field practitioners using an
internet-based, multi-media platform.
PedagogyGoal
Understanding CoupledHuman and Natural Systemsis Basic to the Study andPractice of Conservation
NTRES 434International Conservation:Communities & the Management ofthe World’s Natural Resources
Teaching ConservationPedagogy
Students
LocalPeople
Researchers
GovernmentAgencies
Partnerships are Required for Conservation
in Practice
Teaching ConservationPedagogy
NGOs
Business
Teachers
•16 - 35 students per semester• Past Evaluations: ‘successful’ course
International ConservationPedagogy
•16 - 35 students per semester• Past Evaluations: ‘successful’ course• Sections
– Introduction to Parks – Principles & Concepts– Project Design & Management Project– Case Study Projects ‘real world’– Conclusion
International ConservationPedagogy
• 2005: cases from Costa Rica, Egypt, Indonesia, Kenya, Mexico, Thailand
• 2006: cases from Kenya, Nepal, Philippines
Case Study Projects
Based on literature and experience
Pedagogy
• 2005: cases from Costa Rica, Egypt, Indonesia, Kenya, Mexico, Thailand
• 2006: cases from Kenya, Nepal, Philippines• 2007 & 2008: featured ‘real-world’ cases
focused on answering practitioners’ questions using ConservationBridge.org
Case Study ProjectsPedagogy
December 2008 Status– Developed six conservation cases during
summer 2007• 2 in the US
• 4 international
• Conservation issues identified by practitioners
– Developed CB.org during fall 2007
– Tested in 2007 and 2008 with International Conservation course
CB.orgConservationBridge.org
In Collaboration withMr. R. Jamie Herring
Ph.D. CandidateCornell University
CB.org2007 Cases
USA: Invasive species control in Idaho’s Hells CanyonUSA: Invasive species control in Idaho’s Hells Canyon
Idaho TNC
CB.org
Bhutan: Parks and Human-Wildlife ConflictBhutan: Parks and Human-Wildlife Conflict
2007 Cases
Bhutan Government
CB.org
China: Payment for Environmental Services (PES)China: Payment for Environmental Services (PES)in Lijiangin Lijiang
WWF, CI, & TNC
2007 Cases
CB.org
USA: Private Land Owners in Susquehanna CountyUSA: Private Land Owners in Susquehanna County
E.L. Rose Conservancy
2007 Cases
Kenya: Narobi National ParkKenya: Narobi National Park
CB.org
School for Field Studies
2007 Cases
CB.org
Kenya: KENVO Kenya: KENVO Ecoagriculture ProjectEcoagriculture Project
Ecoagriculture Partners
2007 Cases
CB.org
Finger Lakes Land Trust
2008 Case #1 Development
Building Local Food Systems in the Finger Lakes Region of New York State
Ithaca
CB.org
Beijing Normal University
2008 Case #2 Development
Effects of Expanding Road Networks on Ecosystem Services and Functions
in NW Yunnan and Pudacuo National Park
BNU 973 ProjectEcosystem Changes in
Longitudinal Range-Gorge Region and Transboundary Ecological Security
in Southwest China (2004-2008)
Beta Version
www.ConservationBridge.org
CB.org
Will need to register…
Web Site (Partially Functional)
CB.org
China: PES in LijiangChina: PES in Lijiang• What methodologies are available to establish clear links between farmers' activities and ecosystem services in a quantifiable way?
• What kinds of water saving technologies for agriculture irrigation could be introduced to the Lashihai area?
Practitioner’s Questions
CB.org
China: PES in LijiangChina: PES in Lijiang• What methodologies are available to establish clear links between farmers' activities and ecosystem services in a quantifiable way?
• What kinds of water saving technologies for agriculture irrigation could be introduced to the Lashihai area?
• What case studies exist that incorporate the trading of watershedlevel ecosystem services. In these studies, does the price reflect the true value of the services or is it a compromised price?
• If you were a local official in Lijiang, what sort of actions wouldYou take to ensure the ecosystem services remain available?
Practitioner’s Questions
CB.orgStudent Project Assessments
Student Answers
Scholarship(Lassoie)
Practicality(Practitioners)
CB.org
CB.org
CB.org… SA/A Neutral D/SDEngaged me as a learner 12 3 1Increased my level of participation
13 3 0
Enhanced collaboration 11 4 1Enabled me to apply learned concepts
14 1 1
Enhanced my course experience
15 1 0
Highlighted the complexity of issues
15 1 0
Increased my motivation to complete assignment
12 4 0
2007 Student Evaluations
CB.org
How does CB.org support your project participation & development of ‘real’ deliverables? (N = 16)
2007 Student Evaluations
CB.org
1. I felt like I wanted to participate because real people were wanting to hear the answers.
2. I was much more engaged in this assignment due to the its connection to a real cause. It is nice to know that my hard work will be referenced and used. This is a great idea that more classes should incorporate.
3. The real case increased opportunities for us to think about practical issues and encouraged students to have comprehensive thoughts on conservation issues.
How does CB.org support your project participation & development of ‘real’ deliverables? (N = 16)
2007 Student Evaluations
CB.org2008 Student Evaluations
Repeatedin
2008
PublicationHerring & Lassoie
(in preparation)
CB.org
CONSERVATION NETWORK (January 2008)Ecoagriculture Initiative
TNCIDAHO
Hell's Canyon, USA
Invasive Plants and Animals
BHUTAN NATURECONS. DIVISION
Bhutan
Human-Wildlife Conflict
ECOAGRICULTUREPARTNERS
Kenya
EcoAgriculture
TNC, WWF,& CI
STANFORDUNIV., USA
Yunnan, China
PES
E.L. ROSECONSERVANCY
Pennsylviana, USA
Private Land Conservation
SCHOOL FORFIELD STUDIES
Kenya
National Parks
Parks and Protected Areas
ConservationBridge.org
CB.org Structure
CB.org
CONSERVATION NETWORK (January 2008)Ecoagriculture Initiative
TNCIDAHO
Hell's Canyon, USA
Invasive Plants and Animals
BHUTAN NATURECONS. DIVISION
Bhutan
Human-Wildlife Conflict
ECOAGRICULTUREPARTNERS
Kenya
EcoAgriculture
TNC, WWF,& CI
STANFORDUNIV., USA
Yunnan, China
PES
E.L. ROSECONSERVANCY
Pennsylviana, USA
Private Land Conservation
SCHOOL FORFIELD STUDIES
Kenya
National Parks
Parks and Protected Areas
ConservationBridge.org
USDA HECUC
BerkeleyCornell
AgricultureBridge$500,000 for 3-years beginning August 2008
US Dept. of Agriculture Higher Education Grant
AgricultureBridge.org
ConservationBridge.org
AB.orgwww.AgricultureBridge.org
Began August 1, 2008Year 1: Build AgricultureBridge.org system and develop 10 high-quality multi-media case studies
Year 2: Test in courses and evaluate success.
Year 3: Train educators and practitioners outside of the initial project team to create their own case studies in order to have the system utilized in a broader context.
Development & ImplementationAB.org
10 Primary Sites• Uganda, Kenya, China, Honduras, Mexico,
California, Ohio, New York, Virginia, Puerto Rico
• Each site will have a multi-media case study created which will include video, photos, Google maps, text, PDF’s, web-links, etc.
• Others will be identified…
Case SitesAB.org
BNU 973 ProjectEcosystem Changes in
Longitudinal Range-Gorge Region and Transboundary Ecological Security
in Southwest China (2004-2008)
Case Sites
NW YunnanJanuary 4 - 15, 2009
BNUCornell
AB.org
Cornell University
University of California, Berkeley
North Carolina State University
Beijing Normal University
AB.orgUniversity Courses Year #2
www.AgricultureBridge.org
BNU - Cornell Partnership
THANK
YOU!